Cracking the Code...
What are those G, S and P Numbers in the Technology Profiles?
Knowledge and Skills G1-G5
knowledge of current basic computer hardware and software terminology.
demonstrates competency in the operation and care of computer related hardware
(e.g. cleaning input devices, avoiding proximity to magnets, proper startup
and shut down sequences, scanning for viruses, and formatting storage media).
basic troubleshooting techniques for computer systems and related peripheral
devices (e.g. checking the connections, isolating the problem components,
distinguishing between software and hardware problems) before accessing the
appropriate avenue of technical support.
knowledge and understanding of the legal and ethical issues concerned with
the use of computer-based technology.
knowledge and understanding of the appropriate use of computer-based technology
in teaching and learning.
Knowledge and Skills S1-S14
- uses computer
applications to manage records (e.g. gradebook, attendance, and assessment
- uses computers
to communicate through printed media (e.g. newsletters incorporating graphics
and charts, course descriptions, and student reports).
interacts with others using e-mail.
- is familiar
with a variety of computer-based collaborative tools (e.g. threaded discussion
groups, newsgroups, list servers, online chat, and audio/video conferences).
- examines a
variety of current educational digital media and uses established selection
criteria to evaluate materials, for example, multimedia, Internet resources,
telecommunications, computer-assisted instruction, and productivity and presentation
tools. (See California State guidelines and evaluations).
- chooses software
for its relevance, effectiveness, alignment with content standards, and value
added to student learning.
competence in the use of electronic research tools (e.g. access the Internet
to search for and retrieve information).
the ability to assess the authenticity, reliability, and bias of the data
student learning styles and determines appropriate technological resources
to improve learning.
- considers the
content to be taught and selects the best technological resources to support,
manage, and enhance learning.
an ability to create and maintain effective learning environments using computer-based
- analyzes best
practices and research findings on the use of technology and designs lessons
knowledge of copyright issues (e.g. distribution of copyrighted materials
and proper citing of sources).
knowledge of privacy, security, and safety issues (e.g. appropriate use of
chatrooms, confidentiality of records including graded student work, publishing
names and pictures of minors, and Acceptable Use Policies).
Technology Proficiencies P1-P12
- uses a computer
application to manipulate and analyze data (e.g. create, use, and report from
a database; and create charts and reports from a spreadsheet).
through a variety of electronic media (e.g. presentations incorporating images
and sound, web pages, and portfolios).
- interacts and
collaborates with others using computer-based collaborative tools (e.g. threaded
discussion groups, newsgroups, electronic list management applications, online
chat, and audio/video conferences).
competence in evaluating the authenticity, reliability; bias of the data gathered;
determines outcomes and evaluates the success or effectiveness of the process
- optimizes lessons
based upon the technological resources available in the classroom, school
library media centers, computer labs, district and county facilities, and
- designs, adapts,
and uses lessons which address the students' needs to develop information
literacy and problem solving skills as tools for lifelong learning.
- creates or
makes use of learning environments inside the classroom, as well as in library
media centers or computer labs, that promote effective use of technology aligned
with the curriculum.
- uses technology
in lessons to increase each student's ability to plan, locate, evaluate, select,
and use information to solve problems and draw conclusions.
- uses technology
as a tool for assessing student learning and for providing feedback to students
and their parents.
monitors and reflects upon the results of using technology in instruction
and adapts lessons accordingly.
with other teachers, mentors, librarians, resource specialists, and other
experts to support technology-enhanced curriculum. For example, they may collaborate
on interdisciplinary lessons or cross grade level projects.
to site-based planning or local decision making regarding the use of technology
and acquisition of technological resources.
Computer Education Advisiory Panel Final Report. Adopted by the California Commision
on Teacher Credentialing, December 1998